DIGITALIZATION OF THE EDUCATIONAL PROCESS AS A FACTOR IN THE FORMATION OF LEARNERS’ COMMUNICATIVE COMPETENCE

Abstract

Abstract
The article substantiates the role of digitalization of the educational process as a factor in the formation of learners’ communicative competence. It is shown that digitalization changes not only the technical means of teaching, but also the nature of pedagogical interaction, the structure of communicative situations, and the ways in which dialogue, cooperation, reflection and formative assessment are organized. Communicative competence is interpreted as an integrated personal quality that includes speech and linguistic, sociocultural, socio-emotional, interactive-behavioural, digital-communicative, and strategic-reflective components. The article reveals the potential of digital educational platforms, interactive services, virtual boards, multimedia storytelling, online discussions, electronic portfolios and game-based digital tools for developing the ability to listen, ask questions, argue, cooperate, present the results of activity and interact responsibly in a digital environment. The pedagogical conditions for the effective formation of communicative competence in the context of digitalization are identified: the creation of a safe digital educational environment; a methodologically appropriate combination of face-to-face, distance and blended interaction; the development of teachers’ digital and communicative culture; the selection of digital tools in accordance with learners’ age and individual characteristics; and the provision of ethical, inclusive and reflective communication. It is proved that digital technologies have the greatest pedagogical effect when they are used not as an end in themselves, but as a means of strengthening dialogue, subjectivity, cooperation and learners’ active participation in the educational process